La comprensión lectora como iniciación a la lectura crítica en niños de cuarto grado de primaria del colegio San Viator de la ciudad de Tunja

Abstract

This research stars from the difficulty that students have regarding reading comprehension, due to the lack of analysis, argumentation and interpretation, when they face a test or are developing and activity. It is really important to enhance skills and abilities that lead them in the initiation towards a critical reading. Reading comprehension and critical reading are fundamental tools, that is why the desire of strength those aspects through different activities is born, with a general objective where the effects in the application of a pedagogical strategy are analyzed about comprehensive reading that strengthen the critical reading processes of the fourth grade students of the San Viator school in Tunja’s city. As Specific objectives and instruments for collecting the data we have: An initial test where the levels of reading comprehension are going to be characterized, five pedagogical workshops that respond to the design and application of a Pedagogical reading strategy and last a final test to compare the reading comprehension levels obtained before and after the application of the strategy. This is a qualitative research, developed through action- participation in the classroom and the Constructivism, taking into consideration the likes and interests expressed by the children. Finally the information will be condensed into analysis matrices that show what has been done during this process, with the findings and experiences found that contribute with the teaching task with new ways of promoting pleasant and positive reading for the child.